Conventional Literacy Instruction: Connecting Reading, Writing, Language and Communication

Presentation Slides

Lori Geist, Ph.D.


This presentation will provide an overview of key strategies aimed at teaching conventional literacy to students with significant disabilities. The session will focus on interventions for students who are beginning readers and writers who can use various forms of communication to interact with others, have alphabet knowledge, and understand that print carries meaning. The session will include detailed discussion of approaches to teaching text comprehension, with example lessons to demonstrate use of the anchor-read-apply model. Additionally, proven strategies and available resources to support word study, self-directed reading, and writing will be briefly reviewed.

Credits: Act 48, ASHA, Psych, Instructional Hours
Audience: Special Education Teachers; Speech therapists; Assistive Technology Specialists; Parents, Guardians, Family Members; Paraprofessionals

Speaker biography: Lori Geist, Ph.D., is a speech-language pathologist and assistant professor at the Center for Literacy and Disability Studies in the Department of Allied Health Sciences at the University of North Carolina at Chapel Hill. Lori has worked in direct service, consultation, and product development. She is currently co-PI and project director for a federally funded initiative called Building Bridges from Emergent to Conventional Literacy.

image of Lori Geist, Ph.D.